| Key Words Contemporary developmental psychology, observation of behavior, interpretation of behavior, developmental phases, developmental theories, internalisation, identity development, change, parenting, genetics
Position of the CourseThis course contributes to the following competence areas:
- To deal with a multitude of theoretical models or research approaches relevant to psychology, based on learning outcomes which are introductory and exploratory and in a well-defined situation with clearly described conditions and common responsibility.
- To work in a team on psychological theory construction, practice and policy.
The given competence areas are to be realised based on introductary learning outcomes in a clear defined situation with concrete conditions and shared responsability. The competence areas are situated in the context as described in 'content'.
ContentsTheory: the course contains the following themes:
- Chapter 1: Internalization, autonomy development and moral functioning throughout the lifespan
- Chapter 2: Different types of stability versus change
- Chapter 3: Identity development in adolescence and adulthood
- Chapter 4: Influences of behavioural genetics, shared and nonshared environment on development
- Chapter 5: Parenting and normal development
- Note: Students of the moral sciences are provided with two additional articles on pro-social behavior and moral functioning
Exercises: Research in small groups on a specific subject. Goals:
- To be able to critically reflect and report on developmental research, by discussing a scientific article
- To get introduced in empirical developmental research: to learn to critically reflect and collect information by using different methods of data-collection (observation, questionnaires and interview) and different sources of information; practicing social skills in contacts with research subjects and being able to critically evaluate oneself in doing this; to learn to interpret, summarize and report on data.
Starting CompetencesDevelopmental Psychology I
Final Competences- to dispose of cooperative and social skills
- to situate the variations in behavioural expressions and personal characteristics in relation to variations in physical, collective, and cultural contexts
- to interpret the behaviors and responses of children, adolescents and/or adults through the lens of particular developmental framework or developmental research question
- to gain insight in normal development
- to interpret research findings and linking these findings to theoretical predictions
- to situate and compare developmental theories
- to critically reflect upon and to evaluate psychological theories
- to work collaborate with other students around a particular well defined topic in developmental psychology
- to independently and critically become acquainted with the professional literature and developments in the field of study
Teaching and Learning MaterialCost: 35.0 EUR
Theory : Own syllabus (circa 30 Euro) via ACCO + powerpointpresentations via Minerva
Exercises: practical work material (2-5 euro)
ReferencesGrolnick, W. S. (2003). The psychology of parental control: How well-meant parenting backfires. Mahwah, NJ: Erlbaum.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Publishing Co.
Leary, M. R., & Tangney, J. P. (2003). Handbook of self and identity. New York: Guilford Press.
Course Content-Related Study Coaching- Interactive support by Minerva
- By appointment
Teaching Methods- group work
- lecture
- seminar
- seminar: coached exercises
- During the lectures the developmental theories and concepts are explained in detail. The lectures are set up in an interactive fashion as to maximize the involvement of students in the learning process.
- As for the exercises, students are asked to choose one topic out of three offered developmental themes. These topics are dealt with in greater detail during the exercises, which in part takes place in small groups (3 students max) and in part involves independent work. As for the group part, students are asked to critically read, interpret and comment upon a scientific article. As for the independent work, students are asked to collect information from one participant through an interview and the use of questionnaires. This collected information needs to be interpreted and linked to the introduced theoretical perspectives.
Evaluation MomentsA combination of periodical evaluation (80%) and non-periodical evaluation (20%).
If the students fail on the exercises, they will need to rework their paper.Students who eschew periodic and/or permanent evaluations for the course unit concerned may be failed by the examiner.
Evaluation Methods- written examination with open questions
- written examination with multiple choice questions
- assignment
Written exam with multiple choice questions (80%); the students of moral sciences also need to answer to two open questions and they need to fill in a smaller number of multiple choice questions.
The quality of the exercises (both the collective and individual part) is determined by the answers of the students on a delienated set of questions (20%).
Special conditions in order to succeed:
students need to hand in both the collective and individual part of the exercises as to receive a score for their exercises.
For the non-periodical evaluation there is the possibility for an alternative exam in the second examination period. Description:
Written exam; with multiple choice questions. Students who failed are obliged to pass the theoretical exam.
As for the exercises, students can choose to rework their paper making use of the provided feedback. There is no obligation to redo the exercises.
Feedback on the non-periodical evaluation:
exercise counselors can be contacted by appointment to received individualized feedback.
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